Navigating the Transition to Adulthood: Insights from Caregivers of Autistic Individuals / Samara M. WOLPE ; Amanda R. JOHNSON ; Sunny KIM in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.166-180 Titre : Navigating the Transition to Adulthood: Insights from Caregivers of Autistic Individuals : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Samara M. WOLPE, Auteur ; Amanda R. JOHNSON, Auteur ; Sunny KIM, Auteur Article en page(s) : p.166-180 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : With many teens having to transition from a mainly educational system of support to a set of health and social service systems (Shattuck et al. in Autism Res Treat https://doi.org/10.1155/2014/924182, 2017), there is a critical need to advance research and support services in the area of autism and transition to aid autistic* individuals and their families. This study aims to learn more about the experiences of caregivers of autistic young adults, their experiences navigating the transition process post-graduation, and what realistic steps could be undertaken by high schools, vocational schools, colleges, Regional Centers, and places of employment to ease this transition. Ten semi-structured interviews were conducted with caregivers of autistic young adults over the age of 18 focused on their experiences helping their children navigate the transition to adulthood. Using an iterative and inductive coding approach, three overarching themes were uncovered with twelve subthemes. The three major themes recurring in caregiver interviews were their experiences with navigating service receipt, exploring the landscape of opportunities available for their children, and the parent experiences specific to their role in their child?s transition into adulthood. Findings from this study provide a chance for stakeholders to learn from the lived experiences of caregivers navigating the frustration and confusion pertaining to transition for their autistic adult child due to the highly prohibitive access to service receipt, experiencing significant financial burdens, finding a niche for their children that fits their needs, desires, and talents, and managing their well-being. En ligne : https://doi.org/10.1007/s10803-023-06196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Navigating the Transition to Adulthood: Insights from Caregivers of Autistic Individuals : Journal of Autism and Developmental Disorders [texte imprimé] / Samara M. WOLPE, Auteur ; Amanda R. JOHNSON, Auteur ; Sunny KIM, Auteur . - p.166-180. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.166-180 Index. décimale : PER Périodiques Résumé : With many teens having to transition from a mainly educational system of support to a set of health and social service systems (Shattuck et al. in Autism Res Treat https://doi.org/10.1155/2014/924182, 2017), there is a critical need to advance research and support services in the area of autism and transition to aid autistic* individuals and their families. This study aims to learn more about the experiences of caregivers of autistic young adults, their experiences navigating the transition process post-graduation, and what realistic steps could be undertaken by high schools, vocational schools, colleges, Regional Centers, and places of employment to ease this transition. Ten semi-structured interviews were conducted with caregivers of autistic young adults over the age of 18 focused on their experiences helping their children navigate the transition to adulthood. Using an iterative and inductive coding approach, three overarching themes were uncovered with twelve subthemes. The three major themes recurring in caregiver interviews were their experiences with navigating service receipt, exploring the landscape of opportunities available for their children, and the parent experiences specific to their role in their child?s transition into adulthood. Findings from this study provide a chance for stakeholders to learn from the lived experiences of caregivers navigating the frustration and confusion pertaining to transition for their autistic adult child due to the highly prohibitive access to service receipt, experiencing significant financial burdens, finding a niche for their children that fits their needs, desires, and talents, and managing their well-being. En ligne : https://doi.org/10.1007/s10803-023-06196-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

“Neurodivergent people just get each other”: Navigating friendship and community in the transition to adulthood for autistic adults / Samara M. WOLPE in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202692 Titre : “Neurodivergent people just get each other”: Navigating friendship and community in the transition to adulthood for autistic adults Type de document : texte imprimé Auteurs : Samara M. WOLPE, Auteur ; Ingrid S. TIEN, Auteur ; Maxwell N. LEE, Auteur ; Sila SOZERI, Auteur ; Iman M. HUMPHREY, Auteur Article en page(s) : p.202692 Langues : Anglais (eng) Mots-clés : Autism  Social Experiences  Friendships  Romantic Relationships  Adulthood  Community Partnered Research  Neurodiversity Index. décimale : PER Périodiques Résumé : Purpose Quality friendships are integral to wellbeing for many autistic adults. However, the prevalence of loneliness is felt by many in the autistic community. The current study examines autistic adults’ social experiences in navigating friendships throughout early adulthood through a series of semi-structured interviews. Methods Seventeen autistic adults were interviewed on the subject of transitioning to adulthood. Themes related to friendships and relationships were analyzed. Data analyses followed the guidelines for reflexive thematic analysis proposed by Braun and Clarke (2024a;b). Results Participants recalled Forging Friendships, discomfort around stereotypes of autism, and gaining confidence in engaging in self-soothing behaviors. When creating friendships, participants experienced Sensory Overwhelm and struggled to explain their compensatory behaviors. As their friendships became closer, participants described Unmasking/Vulnerability as their friends got to know their authentic selves. When Creating Boundaries, participants recalled difficulties navigating sexual and romantic contact, difficulty discerning others’ motives, and struggles with realizing their own discomfort. Participants discussed Disclosure of their autistic identity, and Finding Community with other autistic individuals. Conclusion The findings from this study help to inform the field’s understanding of the social experiences of autistic adults, as well as ways in which future intervention design and services can support autistic adults developing meaningful, lasting relationships throughout their lives. En ligne : https://doi.org/10.1016/j.reia.2025.202692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “Neurodivergent people just get each other”: Navigating friendship and community in the transition to adulthood for autistic adults [texte imprimé] / Samara M. WOLPE, Auteur ; Ingrid S. TIEN, Auteur ; Maxwell N. LEE, Auteur ; Sila SOZERI, Auteur ; Iman M. HUMPHREY, Auteur . - p.202692. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202692 Mots-clés : Autism  Social Experiences  Friendships  Romantic Relationships  Adulthood  Community Partnered Research  Neurodiversity Index. décimale : PER Périodiques Résumé : Purpose Quality friendships are integral to wellbeing for many autistic adults. However, the prevalence of loneliness is felt by many in the autistic community. The current study examines autistic adults’ social experiences in navigating friendships throughout early adulthood through a series of semi-structured interviews. Methods Seventeen autistic adults were interviewed on the subject of transitioning to adulthood. Themes related to friendships and relationships were analyzed. Data analyses followed the guidelines for reflexive thematic analysis proposed by Braun and Clarke (2024a;b). Results Participants recalled Forging Friendships, discomfort around stereotypes of autism, and gaining confidence in engaging in self-soothing behaviors. When creating friendships, participants experienced Sensory Overwhelm and struggled to explain their compensatory behaviors. As their friendships became closer, participants described Unmasking/Vulnerability as their friends got to know their authentic selves. When Creating Boundaries, participants recalled difficulties navigating sexual and romantic contact, difficulty discerning others’ motives, and struggles with realizing their own discomfort. Participants discussed Disclosure of their autistic identity, and Finding Community with other autistic individuals. Conclusion The findings from this study help to inform the field’s understanding of the social experiences of autistic adults, as well as ways in which future intervention design and services can support autistic adults developing meaningful, lasting relationships throughout their lives. En ligne : https://doi.org/10.1016/j.reia.2025.202692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children?s Autism-Related Clinical Needs / Jeffrey J. WOOD ; Karen S. WOOD ; Kashia A. ROSENAU ; An Chuen CHO ; Amanda R. JOHNSON ; Virginia S. MUSCATELLO ; Ingrid S. TIEN ; Jolie STRAUS ; Samara WOLPE ; Ari ZELDIN ; Kristofer KAZLAUSKAS ; Bryce D. MCLEOD in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.472-486 Titre : Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children?s Autism-Related Clinical Needs : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Jeffrey J. WOOD, Auteur ; Karen S. WOOD, Auteur ; Kashia A. ROSENAU, Auteur ; An Chuen CHO, Auteur ; Amanda R. JOHNSON, Auteur ; Virginia S. MUSCATELLO, Auteur ; Ingrid S. TIEN, Auteur ; Jolie STRAUS, Auteur ; Samara WOLPE, Auteur ; Ari ZELDIN, Auteur ; Kristofer KAZLAUSKAS, Auteur ; Bryce D. MCLEOD, Auteur Article en page(s) : p.472-486 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The quality of care in public schools and other community settings for school-aged youths on the autism spectrum is variable and often not evidence-based. Training practitioners in these settings to deliver evidence-based practices (EBPs) may improve the quality of care. We developed a free internet-based training and clinical guidance system synthesizing multiple EBPs for youth on the autism spectrum addressing a range of mental health needs and autism-related behaviors, entitled Modular EBPs for Youth on the Autism Spectrum (MEYA; meya.ucla.edu). A multiple baseline study was conducted with seven practitioners recruited from mental health practice settings across the United States who were providing services to children on the autism spectrum (aged 6 to 17 years). Practitioners were randomly assigned to undergo baseline conditions of 2 to 8 weeks. Once online training in MEYA commenced, practitioners engaged in algorithm-guided self-instruction in EBPs for autism. Participants video-recorded sessions. Independent coders used the MEYA Fidelity Scale (MEYA-FS) to rate adherence and competence in EBPs for autism. Practitioners also completed measures pertaining to implementation outcomes and parents rated youth outcomes on personalized target behaviors. Five of seven practitioners increased their adherence to MEYA practices (i.e., MEYA-FS scores) following MEYA training. Findings for competence were similar, though somewhat less robust. Practitioners generally viewed MEYA as feasible, understandable, and acceptable. Most youth outcomes improved during MEYA. A randomized, controlled trial of MEYA would be helpful in characterizing its effectiveness for supporting practitioner EBP implementation and youth outcomes in school and community service settings. En ligne : https://doi.org/10.1007/s10803-023-06226-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children?s Autism-Related Clinical Needs : Journal of Autism and Developmental Disorders [texte imprimé] / Jeffrey J. WOOD, Auteur ; Karen S. WOOD, Auteur ; Kashia A. ROSENAU, Auteur ; An Chuen CHO, Auteur ; Amanda R. JOHNSON, Auteur ; Virginia S. MUSCATELLO, Auteur ; Ingrid S. TIEN, Auteur ; Jolie STRAUS, Auteur ; Samara WOLPE, Auteur ; Ari ZELDIN, Auteur ; Kristofer KAZLAUSKAS, Auteur ; Bryce D. MCLEOD, Auteur . - p.472-486. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.472-486 Index. décimale : PER Périodiques Résumé : The quality of care in public schools and other community settings for school-aged youths on the autism spectrum is variable and often not evidence-based. Training practitioners in these settings to deliver evidence-based practices (EBPs) may improve the quality of care. We developed a free internet-based training and clinical guidance system synthesizing multiple EBPs for youth on the autism spectrum addressing a range of mental health needs and autism-related behaviors, entitled Modular EBPs for Youth on the Autism Spectrum (MEYA; meya.ucla.edu). A multiple baseline study was conducted with seven practitioners recruited from mental health practice settings across the United States who were providing services to children on the autism spectrum (aged 6 to 17 years). Practitioners were randomly assigned to undergo baseline conditions of 2 to 8 weeks. Once online training in MEYA commenced, practitioners engaged in algorithm-guided self-instruction in EBPs for autism. Participants video-recorded sessions. Independent coders used the MEYA Fidelity Scale (MEYA-FS) to rate adherence and competence in EBPs for autism. Practitioners also completed measures pertaining to implementation outcomes and parents rated youth outcomes on personalized target behaviors. Five of seven practitioners increased their adherence to MEYA practices (i.e., MEYA-FS scores) following MEYA training. Findings for competence were similar, though somewhat less robust. Practitioners generally viewed MEYA as feasible, understandable, and acceptable. Most youth outcomes improved during MEYA. A randomized, controlled trial of MEYA would be helpful in characterizing its effectiveness for supporting practitioner EBP implementation and youth outcomes in school and community service settings. En ligne : https://doi.org/10.1007/s10803-023-06226-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

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